Josepha Edid6512 Design Project

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DESIGN PROJECT
CAREER GUIDANCE FOR SECONDARY SCHOOL TEENS
Albert P. Joseph
ID No. 20052880
A Paper Presented in Partial Fulfilment of the Requirements for the degree of
Master of Science Instructional Design and Technology at University of the West Indies
EDID 6512 Design Project
Semester 2 2018
Email: albert.joseph@my.open.uwi.edu
University: University of the West Indies Open Campus
Course Coordinator: Dr. Camille Dickson-Deane
Project Advisor: Dr. Julaine Fowlin

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Abstract
Young people seek assistance in finding careers that are a match to their skills, talents and
interests. The offerings at school as it relates to career guidance are minimal, often focused
solely on guest speakers coming in to speak. As a result, students do not get adequate
information to make strong decisions. Through a survey students identify areas of critical need,
and training and a handbook are designed to help students in acquiring the necessary skills and
information. The designs are guided by several principles of career guidance theory and leaning
theory. Generally, students are pleased with the results from both the training and the content of
the handbook. A recommendation is however made to improve on lessons by making them more
meaningful and engaging.
Keywords: Career Guidance, Career Guidance Handbook, Career Theory

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Table of Contents
Acknowledgements 4
List of tables 5
List of Figures 6
List of appendices 7
Introduction 8
Identification and Justification of Need 9
Needs Assessment Report 11
Summary of findings 15
Recommendations 16
Intended Audience 16
Theoretical Foundations 17
Piaget’s Theory of Cognitive Development and Inquiry Based Learning 17
Holland’s Vocational Choice Theory 19
Super’s Theory- Life stage Development Framework 22
Happenstance Learning Theory- John Krumboltz 23
Keller’s ARC Model of Motivation 24
Merrill’s First Principles of Instruction 25
Gagne’s Nine Events of Instruction 26
Proposed Solutions 27
Option 1 27
Option 2 28
Option 3 31
Evaluation 32
Evaluators’ Review of Lessons 32

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Student Evaluation of Lesson 40
The Handbook 44
Student Evaluation of the Handbook 45
Modifications Based on the Design 48
Discussion/ Conclusion 50
Reference 52
Appendices 57
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Acknowledgements
Completing this research project would not have been possible without the assistance of
several individuals. Firstly, I give thanks and praise to the Almighty who blessed me with the
gift of endurance to see this project through. To the many persons who supported me and made
this journey more bearable, I say thank you. I thank Dr. Julaine Fowlin my project advisor, for
the guidance that she gave
I express appreciation to the Youth on Fire Movement Team, my colleagues in the
Master’s Programme, students and facilitators of the ASAP Programme and the staff of the Anse
la Raye RC Infant School. To Victor Laurencin, Joel Jn. Charles and Orley Octave I also say a
huge thank you. Last but not least, to my mother who provided the nourishing meals needed for
physical and mental energy and continuous support. To all friends and family who contributed
in one way or another, I express my sincere appreciation.

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List of Tables
TABLE DESCRIPTION PAGE NO.
Table 1: Responses of 25 students on the Nature of Career Guidance in their
Respective Schools and their perceptions 11
Table 2: Question Ranking Based on Priority 14
Table 3: Subject Matter Expert’s Lesson Plans Review 33
Table 4: Evaluators’ Feedback on Observed Lessons 38
Table 5: Students’ Evaluation of Observed Lesson 40
Table 6: Students’ Qualitative Evaluation on the observation of Lesson Five 41
Table 7: Facilitators’ Evaluation of Career Guidance Handbook 44
Table 8: Students’ Evaluation of Career Guidance Handbook 46

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List of Figures
FIGURE DESCRIPTION PAGE
FIGURE 1: Schools Attended by Participants 11
FIGURE 2: Career Activities Held at Schools 12
FIGURE 3: Chart showing ranking of career guidance topics

based on levels of priority 14
FIGURE 4: Holland’s Six Personality Types 20
FIGURE 5: Prototype of Career Guidance Handbook 30
FIGURE 6: Overall Rating of Five Lesson Plans Observed 38
FIGURE 7: Overall Rating of Five Lesson Plans Observed 46

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List of Appendices
APPENDIX DESCRIPTION PAGE
APPENDIX A: Questionnaires 57
APPENDIX B: Overall scores obtained for each question

from the 25 student participants in Questionnaire two 62
APPENDIX C: Lesson Plans 64
APPENDIX D: Evaluation Forms 85
APPENDIX E: Handbook Evaluation Rubric 88
APPENDIX F: Letter of Consent 89

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Introduction
Choosing a career can be a daunting task with so many options to select from. For many
people the right option is never achieved and as a result many persons find themselves in jobs
that are very frustrating, simply because time was not taken to match interests and aptitude with
a job or profession.
For secondary school students, the task of deciding which career path to follow is equally
difficult. Students are expected to make subject choices to help them with their careers; however
this is done with little guidance and little knowledge of the fields that individuals wish to
explore. Career Industry Council of Australia (2014) believes that high quality career guidance
should be an essential part of what takes place in schools so that students are well prepared for
the future- a future where young people are able to make well informed decisions and are
actively engaged in processes that help them in understanding their interests and abilities and to
match these with job opportunities available to them (International Youth Foundation, 2014).
According to Boise State University (2018) there are a number of factors that influence
career development. Some factors mentioned include interests, values, personalities,
backgrounds and circumstances. It is therefore important to ensure that students are assisted in
the decision making process so that they can at least experience positive feelings towards the
career paths that they make.
Recently, the Youth on Fire Movement (YOFM) of Anse la Raye expressed the need for
a career guidance programme for a group of students who are part of an after school programme.
Many of these students when questioned about what they wanted to become in life had
absolutely no clue and some indicated that they had not even thought about it. The group wrote
a proposal to USAID, who willingly agreed to fund the project based on some clear expectations.
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This project will design a career guidance programme aimed at equipping individuals with the
knowledge and skills that will lead them to finding out who they are, their interests and aptitude,
and then to encourage them to set goals towards their career trajectory.
Identification and Justification of Need
According to the Organization for Economic Co-operation and Development (2004) the
demand for career guidance services exceeds its supply. On the island of St. Lucia as reported
by International Youth Foundation (2014) young people are not adequately equipped with the
skills needed or the necessary knowledge to pursue careers that are meaningful (p.2). This
project is designed to fulfil the need for career guidance which will form part of an after school
programme funded by USAID. The community of Anse la Raye has for a long time been
stigmatized as the poorest on the island. One of the groups significantly affected by the lack of
opportunities and resources is the youth. Many of the effects of poverty are manifested in a lack
of opportunity towards furthering one’s education and engagement in unsavory activities.
To help combat some of these ills the Youth on Fire Movement, a non-profit organization
wrote a proposal to USAID to fund an after school programme to cater to the needs of young
people to achieve the following objectives:
1. To provide the opportunity for 50 youth from the community to develop skills, nurture
creativity and discipline and awaken consciousness through training in the areas of
drama/theatre, dance and sports.”
2. “To provide support to youth from the community in selecting a career path that
matches their aptitude and passion.

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The organization believes that poverty can be reduced, but the youth must be the target
group in order to facilitate improvement in academics, the development of a career path and
providing avenues for self-expression through the arts.
This proposal has been reviewed and funds have been awarded to the organization. As
established in the proposal a career guidance component must be incorporated that will benefit
approximately twenty-five young people who are in the upper forms of secondary school.
The needs of the funding agency and the group Youth on Fire Movement have been
recognized. However, Robinson (1999) firmly condemns the ad hoc planning of career
programs for youth without their input. She writes “Needs assessment must focus on the needs of
the person to be served rather than on the needs of the institution, (p. 18). Collison (1982)
affirms this point stating that it is imperative that persons whom programs serve should be
centrally involved in the generation of data regarding felt or expressed need. With this
knowledge it was necessary to conduct a needs assessment with students of the programme to
find out the situation relating to career guidance in their schools and what their needs were.
Identified students participated in filling out two questionnaires which gave feedback to
the instructional designer. The first questionnaire was focused on finding out whether there were
career guidance programmes in the secondary schools that students attended and if so what was
being offered as part of these career guidance programmes. Table 1 provides the results from the
data gathered.
Results of the survey revealed that student participants in the survey were distributed
across seven different secondary schools on the island. In response to question two as to whether
there was a career guidance programme at their particular school, the group was split almost
evenly. However, students did indicate that there were several activities that were practiced. It
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may mean that although students participated in those activities they may not have been part of a
structured programme. The most dominant activities that students engaged in were talks and in
some schools there was some work experience offered.
Almost all students felt that career guidance education was necessary for the students to
participate in and thus were also willing to participate in a career guidance programme if the
opportunity was given.
Responses to question six made it clear that students had little idea what a psychometric
test was which should be a fundamental part of the programme to help cater to the specific needs
of the students, rather than a generalized programme. Lastly, in terms of the mode of delivery
for information students preferred YouTube videos followed by the career guidance handbook
and then website.
Needs Assessment Report
Table 1
Responses of twenty-five (25) students on the nature of career guidance in schools and their
perceptions
Questions Responses Tally
1 Which secondary
school do you attend? 5%
10% 5%
Jon Odlum
Corinth
Sir Ira
35%
45% Entrepot
SJC
Figure1: Schools attended by participants

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2 Does your secondary Yes 12

school offer a career
guidance training No 13
programme?
3 Which career guidance

services does your school
offer students?
Figure 2: Career activities held at schools
4 How satisfied are you 1 6

with the career guidance
programme at your 2 8
school? On a scale of 1-4
with one being very 3 7
dissatisfied and 4 very
satisfied. 4 4
5 Do you feel career Yes 24

education is important for
young people?
No 1
6 Have you completed a Yes I have completed 2

psychometric test to give one
you some assistance in
choosing a career or No I haven’t 15
occupation
Have not heard of it 8
before
13
7 Do you have a clear idea Yes I know what I want 12

of what you want to do to do
after leaving school?
Not really, Ideas might 13
change
8 Would you be willing to Yes 23

participate in a career
guidance programme if
given the opportunity? No 2
9 What do you believe Website 4

would be a good way to
present you with all
information required to Career Guidance HB 8
make more informed
decisions about careers?
Email 1
YouTube Videos 12
The second questionnaire found in Appendix A was given to twenty five students in the
programme. It was a twenty-four question rating scale developed by Sandra Berger, 1989. This
questionnaire focused on specific areas in a career guidance programme such as resume writing,
how to look for a job and also how their personality and learning methods related to their career
plans. Questions in questionnaire two helped in determining which areas were of greatest priority
to the students. Scores for each question were tallied and marked against the total possible score
for each question which was 96. Next, a percentage was calculated. Scores ranging between
80% and above were considered high-priority areas, 70-79% were considered medium priority
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and 69% and below were considered low priority. See Figure 3 for the questions in order of
priority along with table two which ranks questions based on priority.
85 81 80 84 79
74 74 69 69 69
82 80 78 76 83 77 76 78 74 82
70 70 70
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High Priority Medium Priority Low Priority
Figure 3 Chart showing ranking of career guidance topics based on levels of priority
Table 2
Question Ranking Based on Priority
Priority Rating Questions
Highest Priority 2, 3, 4, 11, 12, 16, 21, 22
Medium Priority 1, 5, 6, 13, 14, 15, 17, 18, 19, 20, 23, 24.
Lowest Priority 8, 9 10
The following are the areas of highest priority that students require assistance in:
● Question 2- To become more aware of my career interest areas
● Question 3-To know more about job opportunities in my career interest areas
● Question 4- To know more about educational requirements for jobs I might like
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● Question 11To know how to apply for a job (resume and cv preparation)
● Question 12-To know how to interview for a job
● Question 16-To know where and how to start looking for a job
● Question 21-To understand how my values relate to my career plans
● Question 22-To know how my personality and preferred method of learning relate to my
career plans.
Summary of Findings
The findings of this needs assessment revealed that students wanted a career guidance
programme that was more structured than just regular visits to schools by persons. A baseline
assessment would be required such as a psychometric test to determine what students were
interested in so that the programme was tailored to their specific needs. Also necessary, would
be the need to provide students with a means to access information beyond the classroom.
Students requested YouTube videos and the career guidance handbook as the best way to gain
information on careers.
It was clear that based on students low ratings to questions eight, nine and ten in the rating scale
that they were not primarily interested in seeking jobs at this time, especially since they are
students but they wanted to know what their interest areas were and how to go about preparing
for the world of work by preparing the resume and preparing for an interview.
Recommendations
Recommended designs for the career guidance programme will be based on the findings
of the needs assessment questionnaires presented to students. Lessons will be designed with the
incorporation of videos to introduce lessons to students. A career guidance handbook will be

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designed to provide students with access to relevant information without the hassle of getting
hooked on to technology. If however students do require additional information links to useful
websites will be added to the handbook. The handbook will serve as a useful resource to
students for a long time.
Intended audience
The intended audience for this project will be a group of twenty-five students ranging in
age from 14-16 years. Students are from various secondary schools who all reside in the same
community. Based on the socio-economic status of many of the students not many students have
access to computers or technology at home. The students all have varied academic ability with
some students attending more prestigious schools than others based on academic performance at
the Common Entrance Exams.
In general, students are eager to participate in organized activities, which indicate that
they have a high motivation level. Due to the fact that many of the students are about to select
subjects or have done so, students’ interests in the career guidance programme is heightened.
Finally, students’ interests are diverse with some having aspirations to get into the field of the
arts, accounting, sports, and sciences among others.
While the design is mainly focused on the students, another important group to consider
are the teachers or facilitators who will implement the lessons in the career guidance programme.
A series of lesson plans will be created so that facilitators can teach the lessons on career
guidance to the targeted students with relative ease. Many of the teachers within the programme
are unqualified and untrained and lack the necessary classroom experience other than being in
the classroom as students. There are persons who range in age from nineteen years to thirty
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years. The group comprises both male and female facilitators. All facilitators have had formal
secondary education, but not all have attended a tertiary level institution.
Theoretical Foundation
Career development is a path that almost everyone will go through at some stage in their
lives. It is particularly important for learners at secondary schools to understand this
process from early. In designing this programme for learners it is necessary to pull several
theories together from various schools of thought. Some of these theories will include learning
theories, instructional design theory and career development theory.
Piaget’s Theory of Cognitive Development and Inquiry Based Learning
Students of secondary school fall within the age range of eleven years and over, which
means that students would most likely be at the formal operational stage of Jean Piaget’s Theory
of Cognitive Development. At this stage Piaget believed that individuals are able to think
theoretically and hypothetically (Olson & Hergenhahn, 2009). Strategy planning also becomes
possible and students are able to apply from one context to another. This theory is deemed
relevant in helping to design and implement instruction, to provide adequate relevant information
with scenarios to help learners make the connection between what is learnt in school and the
professional world. Piaget was of the view that when artefacts were personally relevant and
meaningful the likelihood for greater participation was increased (Zhou and Brown, 2015).
It is also necessary to explore the path of discovery learning and inquiry based learning
knowing that it is through exploration that students will find the right fit for their career
decisions.
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Inquiry-based learning is considered a very useful teaching and learning strategy that is
student-centered, yet provides input from the teacher, who serves as a facilitator. Students are
provided with information and objects and then utilize these as well as their own knowledge and
experiences to be able to draw conclusions. Reigeluth & Keller (2009) describe it as a method of
organizing instruction that is tailored based on students’ interests. There is encouragement by
the facilitator for students to ask questions and learning is centered upon those questions (p 36).
This method of teaching becomes very relevant for the career guidance programme and the
instructional designer since content for the programme must be in keeping with the interests of
the participants. Blessinger and Carfora (2014) agree that the instructor’s role is paramount to
create the necessary conditions and effectively design the course to meet the learning objectives
and outcomes. Some important advantages of inquiry based learning which would be relevant to
learners as they attempt to find their career paths are:
1. it develops their research and communication skills
2. better enables students to solve problems and seek solutions to real world issues
3. helps in creating ideas and knowledge
Guido (2017) described four types of inquiry based learning which varies based on whether the
facilitator or the student poses the question and the method for investigations. These types are:
confirmation based inquiry, structured inquiry, guided inquiry and open inquiry. The guided
approach and open approach offer the students the most opportunities in terms of broadening
their scope in a career guidance programme. Students are given the necessary time and support
to pose original questions that can be investigated to achieve results that can later be discussed.
Lee, (2012) believes however, that regardless of the type, students learn critical thinking,
problem solving and taking responsibility, the ability to ask good questions, to analyze and
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interpret evidence and to select and justify the best solution to a problem. All of these skills are
required by students to help them determine what career decisions would be ideal. Lee (2012)
further adds that a set of capacities and attitudes are developed that are applicable to work when
students engage in continuous inquiry and address complex problems.
` Holland’s Vocational Choice Theory
John Holland, a prominent theorist in the field of career development discussed in his
theory that everyone exhibits characteristics of six personality types and also purported that there
are six environments which can be matched along the same dimensions (Holland, 1974; Turner,
2015). Holland’s theory is based on the underlying factor that one’s personality has a major
influence on the career choice that will be chosen by the individual. Holland believes that it is
extremely reasonable to train young people in decision making as well as to further engage them
in wise career decisions. The theory is grounded on four assumptions. First, most persons can be
characterized by six personalities Realistic, Investigative, Artistic, Social, Enterprising and
Conventional (RIASEC). Secondly, the environment could also be outlined as RIASEC. Thirdly
(Holland, 1974) believed that people search for environments that allow them to express
themselves effectively in attitudes, skills and knowledge. Lastly, persons behave in accordance
with the personality and the environment that they are placed. When there was a seamless match
between the individual’s personality and his/her occupation there would be high levels of
satisfaction, performance feelings of stress on the individuals would be minimal (Mills, Helms
Mills, Bratton, Forshaw, 2007).
Holland (1974) developed a hexagon which sought to explain the order in which
personalities should be organized. The R can be placed on any point of the hexagon but once
placed must form the order RIASEC in a clockwise manner. Each personality may also have
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aspects of the adjacent type but little with the opposite side. (Farr & Shatkin, 2009). Holland
purports that there are six personality types of which traits of two or more may be exhibited by
an individual. These traits are further explained below:
Figure 4: Holland’s Six Personality Types. From M. Beard (2016).
Realistic- This individual likes working with hands by making, repairing, building and
fixing things. They are more receptive to concrete situations than those that are abstract.
Investigative- Investigative personalities tend to be very analytical and logical thinkers who are
effective at communicating through writing and speaking. In their quest to wanting to know they
are excellent at asking questions, researching ideas and experimenting.

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Artistic- This personality is characterized by individuals with a strong tendency towards
areas of the arts such as music, drama and art. There are very strong tendencies towards design
and creating. Many persons who are of this personality choose career options such as
performers, composers and dancers. They usually are open to expressing emotion.
Social- Persons in this category are defined as people who need to be taught and trained
and are concerned about improving the life of others. Occupations in this field include teachers,
nurses and policemen.
Enterprising- The enterprising individual has a totally opposite nature to the social type.
There is a greater concern about self than supporting others. They are very good at promoting
and persuading people as well as managing. Individuals are excellent in business, accounting
and law.
Conventional- The conventional love tasks that involve organizing, following procedures
and being accurate with calculations and data. They are exceptional at paying attention to detail
and the planning of events. Occupations associated with this personality include secretary, bank
clerk and event planning (Carson, 1994, p.283).
According to Brown (2002) Holland’s theory is often supported for the problem solving
approach that it takes to career planning and is the most influential in the field of career planning.
Holland’s approach defined an individual’s personality based on an assessment which generates
a “RIASEC code.” Personality is based on the three most dominant types and codes are linked to
careers and occupations (Farr & Shatkin, 2009). While these may be limited in that it is not an
exact science this theory serves as a pragmatic framework to have youths begin to think about
matching interest and aptitudes with potential career paths.

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Super’s Theory- Life stage Development Framework
An important theory also to be considered in career guidance and development is Donald
Super’s (1990) Life stage Development Framework. Using this theory, career guidance
counsellors are able to determine where individuals are along a career continuum and make
suggestions that would be beneficial in selecting appropriate career goals and activities.
According to “Overview of Career Development”, “There are many career programmes
affected by Super's theory allowing students to be exposed to both self and work concepts (p.8)
Super explained that there are five stages that people transition through in career development;
growth, exploration, establishment, maintenance and disengagement (Super, 1957).
The theory’s foundation is also based on tenets that indicate that every individual has potential
skills and talent and self-knowledge is relevant to career choice and job satisfaction (Canadian
Career Development Foundation, 2017)
Super’s theory has provided the framework for designing the learning for students in the career
programme by firstly allowing participants to get to know themselves and thus relate it to an
occupation. It also highlights the need to allow students to get exposed to a wide range of
careers. Alisha Dias (2011) equally agrees stating that career education should comprise three
types of activities: There is a need for 1. Self-awareness exercises such as describing
personality, interests and values 2. Activities related to the labour market example writing of
resumes 3. Contacts with professionals through visits by professionals and also on the job
training. These components are also highlighted by the career audience section of the school
development division as self-understanding and development, career exploration and career
planning and management

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One way in which students can get exposure to several occupations is through career showcases
or career fairs which will help students gain knowledge about various fields in search of finding
their own path.
Happenstance Learning Theory- John Krumboltz
The Happenstance Learning Theory (HLT) in career development is a more recent
perspective on career guidance education. In this theory Krumboltz (2009) is of the view that
careers should not be planned in advance, but guidance should be aimed at engaging individuals
in a range of activities, evaluating reactions and staying open to options that may surface and
equipping students with inquiry skills that will help in creating a satisfactory life. He writes:
“I do object to requiring people to make occupational plans when they are not ready to do so, and
I equally object to the notion that people have to stick to an unsatisfactory occupation just
because they had declared it one time to be their goal (p. 136)
Mitchell, Levin & Krumboltz (1999) outlined that changes in careers challenge the
overall view of career guidance and so clients need to engage in exploratory activity to “increase
the probability that the client will discover unexpected career opportunities”. It is important that
people are able to handle many transitions, be open to exploratory activities and be open to the
various possibilities.
The theory is relevant to this research in that it encourages the need to expose individuals to a
wide range of experiences and to equip them with necessary skills to take action and capitalize
on both planned and unplanned events or situations that may occur.

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Keller’s ARCS Model of Motivation
Any programme designed to teach individuals about a particular field must be one that is
exciting and motivating to the individuals. In preparing a career guidance programme for the
students, Keller’s ARCS Model of Motivation model provides details on how motivation can be
integrated into an instructional plan. Keller’s model suggests that there are four key elements in
learning that in some way will sustain student motivation. These are attention, relevance,
confidence and satisfaction. Pappas (2015) writes that the model can be seen as a problem
solving approach that can be used by instructional designers to make learning more engaging.
Attention- attention can be gained in either two ways-inquiry arousal or perceptual
arousal. Using perceptual, attention is gained by using elements of surprise or uncertainty while
in an inquiry approach, challenging problems and questions are posed at the learner for solving.
According to Keller, not only is it important to gain the attention of the students, but it must be
sustained over a long period of time.
Relevance- Designing the learning programme the instructional designer must also
determine what is most relevant to motivate the learner and to ensure that the content relates to
the students’ experiences and needs. Weibell (2011) believes that relevance emphasizes why a
learner should work on a given task. Carr and Carr, (2000) outline three subcategories of
relevance which include goal orientation, identifying goals and explaining their purpose and
value. Secondly, there is a need to match student motives ensuring that learning adapts to what
students would like to cover, how it needs to be covered and finally to connect students’ familiar
knowledge and experiences.
Confidence- This trait must be instilled in the learner by providing opportunities where
success can be gained. When learners know that they are capable of achieving success they will
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be more motivated to completing the tasks. It is important that learners are supported in taking
incremental steps of success towards achieving ultimate goals (Carr & Carr, 2000).
Communicating effectively to the students the objectives and how they will be evaluated
also assist students in being better prepared and more confident. Along the way, feedback must
also be given so that the learner knows that he is on the right path and can take action when
objectives are not being met (Pappas, 2015).
Satisfaction- According to Keller (2009) the final step in the motivational process is to
create satisfaction which would continue to sustain student motivation, knowing that the
objective was met. Components of satisfaction highlighted by Weibell (2011) are natural
consequences in which the skills that the learner has acquired become rewarding; positive
consequences, where rewards and tokens or specific privileges are presented and lastly, equity,
feeling good about one’s achievement.
Keller’s ARCS Model of Motivation can be incorporated into lesson plans to effectively
motivate the students.
Merrill’s First Principles of Instruction
A principle according to Merrill is a relationship that is always true under appropriate
conditions despite the method of instruction used (Merrill, 2009, p.43). Merrill’s principles
promote engaging, effective and efficient learning. Also, Merrill believed that the principles
needed to be directly relevant to ow instruction was designed to promote learning activities
instead of self-directed learning.
The five principles proposed by Merrill include the demonstration principle, where learning
takes place when a demonstration is observed; the application principle, which encourages
students to apply knowledge so that learning could take place. Following is the task-centered
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principle in which learners engage in an activity that gets them actively involved. The last two
principles are activation principle and integration principle. In activation the students retrieve
information, knowledge or experiences that are relevant to the learning situation. The integration
principle allows the learner to transfer knowledge received into other situations.
Gagne’s Nine Events of Instruction
Robert Gagne presented what he referred to as the Nine Events of Instruction as part of a
theory called Conditions of Learning (Georgia Southern University, 2016). The nine
instructional events are a systematic and sequential approach to delivering instruction to learners.
Once the nine events of instruction are used effectively, students’ retention, academic
performance and the transfer of knowledge from one situation to another should be increased.
The events are as follows: (1) gain attention; (2) inform the learner of the objectives; (3)
stimulate the recall of prior knowledge; (4) present the stimulus material; (5) Provide learning
guidance; (6) Elicit performance; (7) Provide feedback; (8) Assess performance; and (9) Enhance
retention and transfer to new situations.
Step 1- Gain Attention- It is important to know the students and how best they will learn the
material. Short videos, icebreakers and demonstrations could be ideal to get students’ attention.
Step 2- Inform the Learner of the Objectives- Students need to know what will be learnt. Telling
the students the goals and objectives helps serve as an advanced organizer to help students focus
on the most salient points in a lesson.
Step 3- Relate Prior Knowledge to Current Material- It is important to consider prior learning so
that they can make associations with what is being learnt and what is already known.
Step 4- Present the Stimulus Material- The new content is presented in a way that is easily
understood by the learner. To assist with retention the facilitator must use chunking and
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mnemonic strategies as well as to keep lessons interactive through role play and group
discussions as well as other techniques.
Step 5- Provide Guidance to Students- This step involves getting students to understand and
apply any knowledge or skills learnt. This can be done through the provision of rubrics so that
students have a clear criteria of how they are going to be marked.
Step 6- Elicit Performance- Students now get the opportunity to show how well the new material
is learned. Students may be asked to apply the knowledge or skills in a variety of situations.
Step 8- Assess Performance- Here the instructor assesses students to determine whether the
learning outcomes have been achieved. Assessments can be varied to include projects, paper
based tests, portfolios and presentations.
Step 9- Enhance Retention and Transfer to New Situations- Lesson reviews can take place
ensuring that the most important points are addressed. Repetition of the information and
opportunities to apply the new information must be given to the students.
Proposed Solutions
. The aforementioned theories were used to inform the design and development of solutions to
meeting the requirements of the career guidance programme. As a result the three designs being
proposed are: a) training sessions for students, b) a handbook on career guidance for teens and c)
a career fair.
Option 1 Designed Lessons. The first proposed solution to the problem is to design
training for the students having identified their needs in particular areas of career guidance and
realizing that the problem can be solved through instructional interventions. Five sample lessons
28
for face to face instruction will be designed on the topics Discovering Self-Who am I? The
Holland Code, Matchmaking Interest and Careers, Goal Setting and Resume Writing. These
topics are in keeping with the needs outlined by students from the needs assessment as well as
the types of activities that should form part of career guidance education as presented by Alisha
Dias (2011) and Super (1990). The five sample lessons presented here along with other lessons
that will be designed will form part of a training package that will be designed to meet the needs
of the students when it comes to career guidance.
For each of the lessons, consideration will be given to the use of several instructional
models. The first lesson on Discovering Self-Who am I? will be based on Merrill’s First
Principles of Instruction. The principles of demonstration, application, activation, task-based
and integration will be highlighted throughout the lesson. Strategies such as advanced
organizers, collaborative work and discussion will be used in lessons two and four-The Holland
Code and Goal Setting, while lesson three on Matchmaking Interest and Careers will be based
on Dick and Carey’s Model. Finally, Gagne’s Nine Events of Instruction will be used for lesson
five which is based on resume writing.
Option 2- Career Guidance Handbook. Option 2 will be the design of a career
guidance handbook. The handbook is designed so that it is easy to carry and yet be concise in
providing required information so that the students can make informed decisions on his/her own.
The handbook is a 24 page booklet which contains the Holland Psychometric Personality Test.
Next, students can use a form by JIST Works to explore specific careers. These two methods are
very much in keeping with the inquiry-based learning approach of being provided with
information and drawing conclusions based on the information gathered. The handbook also
29
explores several topics in an in-depth manner such as the resume, cover letter, interviews and
networking. The handbook offers explanations on what each component is, examples and tips
for writing resumes and cover letters and giving your best at interviews. Finally, there is a
“useful links” section that students can use to further discover themselves and careers that they
potentially will be interested in. In keeping with Gagne’s Nine Events of Instruction the
handbook has been formatted into various sections and chunked into “digestible bites” for the
students. A prototype is shown below in Figure 5. The full version of the prototype can be
found here.
30
Figure 5: Prototype of Career Guidance Handbook
While students may make decisions about a career now, it is very likely that their interest will
change or circumstances will push them towards other career paths as pointed out earlier by
31
Krumboltz (2009) in his Happenstance Theory. The guide will make it easier to research careers
and to choose an option that suits them best regardless of the situation that they find themselves
in.
Option 3- Career Fair. The third consideration is a career fair which will focus on
helping students improve on their career seeking skills and make face to face contact with
potential employers, business owners and working professionals who will offer advice to help
prepare them for the world of work. It will host a number of employers in the fields of work that
students are passionate about. Students will be prepared in advance by assisting them in putting
together a list of questions they would like to ask, materials that they need to bring along and,
how to dress and also to do a bit of research on organizations of interest that are likely to be at
the fair. The fair will also include local colleges and schools who would be able to provide
students with information pertaining to educational opportunities so that they can choose the
best institutions to meet their career need and recognize that a sound education is paramount to
getting a good job. A practical activity that would expose students to on the spot interviews
would also be considered. Students can also have their resumes reviewed by professionals who
will advise them on ways to improve their resumes.
At the end of the experience students will be required to write a reflection on the impact
that the showcase had on them. Students will be afforded the opportunity to gain information
from persons who are working directly in their fields of interest. Students will be able to ask
questions to individuals on how they were able to get into their field, what qualifications are
required and what skills may be necessary.
The first two solutions were designed and tested hence these will serve as the focus for
evaluation for this design project.

32
Evaluation
The evaluation of the lessons and the handbook involved both evaluators and students.
The lesson plans were firstly evaluated by two teachers who were seen as subject matter experts.
. The teachers have had training in education and are qualified teachers with over 25 years of
combined teaching experience. The lessons were evaluated using a scoring rubric which
identified the criteria of content, appropriate structure and materials, use of varied activities and
whether the assessments were a good match of the objectives. Ratings were 5 for excellent, 4 for
good, 3 for average, 2 for weak and 1 for satisfactory. The instrument can be found in Appendix
C. Next, one of the lessons which was lesson five on resume writing was chosen to be taught to
the group of twenty-five students who initially participated in the needs assessment survey. The
delivery of the lesson was evaluated by three new evaluators, a teacher, facilitator, a
representative of USAID and the twenty-five students who were part of the lesson. Two
different rubrics were used for evaluating the teaching of the lesson.
Finally, both the evaluators of the lesson and the students were given hard copies of the
designed career guidance handbook. They had to read through it, analyze it and then evaluate it
and make recommendations using another rubric. This rubric is found in Appendix D.
Evaluator’s Review of Lessons. Overall, the lessons designed were thorough and
provided the information required for students to achieve the objectives that were laid out. Data
gathered for Lesson One- “Discovering Self-Who am I?” indicated that there was a need to
improve the content for the lesson particularly since both raters gave it a score of four. In lesson
two, the evaluator was concerned with the number of objectives. She believed that there were
too many objectives to be covered within the hour assigned.
Table 3 shows the results from each teacher evaluator.

33
Table 3
Subject Matter Experts’ Lesson Plans Review
LESSON CRITERIA EVALUATOR 1 EVALUATOR 2
Lesson One Lesson has appropriate 5 4

(1) - structure and sequencing
Discovering
Self- Who Outcomes are 4 5
and I? realistic/achievable
Content is appropriate 4 4
Materials and equipment are 5 5

relevant for lesson
Lesson plan incorporates 5 4

variety of teaching/learning
activities
Good match between 5 4

assessment and objectives
Overall Comments Instruction is A very good

engaging and approach to the
integrates new topic. The lesson
knowledge into the provides opportunity
learners’ world. It for students to
promotes learning. introspect and allows
for peer help.
Students are able to
recognize their
strengths and help
boost each other’s
confidence. Some
changes needed to
rubric
Lesson Lesson has appropriate 5 5

Two (2)- structure and sequencing
The
Holland
Code
Outcomes are 4 5
realistic/achievable
34
Materials and equipment are - 4

relevant for lesson

activities

Concerned about This lesson is

number of objectives interesting and
to be achieved in one relevant to
lesson participants. It
provides for
reflection and allows
students an
immediate
opportunity to decide
on a possible career
option. Good idea to
incorporate group
work but be sure to
stick to objectives
for this activity.
Collaboration opens
channels of support
for students. A plus
for this lesson

Three (3)- structure and sequencing
Matchmaki
ng Interest
and Careers
Outcomes are 5 5

relevant for lesson
35

activities

Materials to be used A good integration

are appropriate as it of ICT, allowing
allows for interactive students to revisit the
process as per test or share with
model. other colleagues. It
is also good that
students are required
to explore a possible
career path. This
lesson gives students
a reality check.
Good to ensure that
students understand
that the activity is
not just for the
activity but is a start
to their future.

Four (4)- structure and sequencing
Goal
Setting
Outcomes are 5 5

relevant for lesson

activities

Lesson content Awesome lesson! It

36
relates to the stated is a very integral

objectives. lesson to ensure that
Introduction likely to participants see the
pique students’ benefits of proper
interest. Objectives planning. It is also
to be stated more important to identify
clearly(too wordy) possible hindrances
to a plan and prepare
for it. A well-
thought out lesson.
To boost confidence
in their plans allow
students to seriously
speak openly about
them.
Lesson Five Lesson has appropriate 5 5

(5)- structure and sequencing
Resume
Writing
Outcomes are 5 5

relevant for lesson

activities

Overall Comment Question used to Excellent! This

gain attention is very lesson integrates a
applicable. Serves as number of strategies
a stimulant for and resources. The
numerous responses. use of animation at
Lesson follows nine the start of the lesson
steps and focuses on will spark student
specific instructional interest. The lesson
activities to achieve also allows for
37
outcomes. personalized
guidance and
immediate feedback.
At the end, all
students should have
a working resume
that they could alter
as needs be. Good
stuff!
Lesson Three which was centered on Dick and Carey Model received the second highest
rating of 58 out of 60 points. Evaluators were pleased to have seen the integration of ICT in the
process which demonstrates that these were skills valued by the evaluators. One evaluator felt
that it would also be necessary to define a career and help students identify lucrative careers
since most students are lost in pursuing sporting careers in Europe which may not be realistic.
Lesson Four provided strong support to students’ meeting the relevant objectives,
however a need to tailor the objectives to make it more concise will be required since the
evaluator indicated it being too wordy. The think-pair share strategy may need to be reviewed
since it was stated that students may not feel comfortable speaking to their peers about the career
plans. The most impressive lesson was actually the fifth lesson on resume writing which was
only one point shy of sixty overall points. This lesson met full requirements for content,
achievable outcomes, strategies and assessments. Figure 6 illustrates the overall rating of the
38
five lessons by the two evaluators.
60
59
58
57
56
55
54
53
52
51
50
Lesson 1- Lesson 2- The Lesson 3- Lesson 4- Goal Lesson 5- Resume
Discovering Self Holland Code Matchmaking Setting Writing
Interest and Careers
Figure 6- Overall rating of five lesson plans evaluated
The delivery of lesson five was observed and evaluated by a representative of USAID,
coordinator of the After School Programme and a facilitator. Students also evaluated the lesson.
Despite an almost perfect score in the lesson plan review, the lesson fell short in areas of
appropriate media and materials, variety of teaching and learning activities. Evaluators’ results
are highlighted in Table 4 below:
Table 4:
Evaluators’ feedback on observed lesson
Criteria Evaluator One Evaluator Two Evaluator Three
Lesson objectives are 5 5 5

clear and achievable
Content is adequate 5 5 5
and relevant to the
39
needs of learners
Materials and media 4 5 4

are appropriate to the
lesson
Lesson is 5 5 5
appropriately
structured and
sequenced
Lesson plan 4 5 3
incorporates a variety
of teaching and
learning activities
Assessments are 5 5 5
appropriate for
evaluating objectives
Students are actively 5 5 5

engaged and
participating in lesson
Students’ interests 4 5 5
and attention was
maintained
throughout the lesson
Overall Comment The students were Tutor was very Strengths: Gaining
much engaged, effective in obtaining and maintaining
however because of and keeping students’ students’ attention,
their lack of focus attention hence presentation skills
they need to be information was and content
prompted during the brought across Limitations: Time for
learning exercise. clearly. Facilitator planned activities,
was creative with technology/technical
methods of getting difficulties
students involved and Better engagement
active during the activities so students’
lesson. Lesson was level of interest
well executed overall. doesn’t die down and
Excellent to make it more fun
for them.
40
Students’ Evaluation of Lessons. The twenty-five students who did the needs assessment
evaluated lesson five on resume writing. The students’ evaluation was in sync with the
evaluators’ views since only twenty percent found lesson five- resume writing, extremely able to
grab their attention as highlighted in Table 5. During the delivery of this lesson, technical
difficulties were experienced in trying to demonstrate the writing of a resume via screen casting.
The file format was not compatible with the software on the computer. This delayed the lesson
and may have contributed to the response of students.
Table 5
Students’ evaluation of Lesson Observed
Criteria 1- not at all 2 3 4 5-extremely
Topic was 0% 0% 4% 24% 72%

helpful
Topic held 0% 0% 16% 64% 20%

attention
Topic met 0% 0% 28% 32% 40%

expectations
Topic was 0% 0% 16% 44% 40%

easy to
understand
It is clear that the topic was helpful to students and was in keeping with the results of the
needs assessment that resumes was one of the high priority areas of the students. More than
ninety percent of the students rated it as very helpful to extremely helpful. Where students spoke
about what they disliked about the lesson, some general remarks stated there was not a learning
atmosphere, there were technical difficulties, lesson was too long or rushed and uninformative in
41
certain aspects. Some also indicated it was too wordy and that not enough videos were used
during the lesson. These responses from participants indicate that students needed to be more
actively engaged and involved in the learning throughout, thus making it more practical and
meaningful. Also apparent was that too much was condensed into a single one hour session.
This was also confirmed by an evaluator who asked “How will all these objectives be achieved
in a single lesson?” Lastly, consideration must be given to the manner in which technology is
used so that it enhances the learning experience for students. Table 6 gives further details on
students’ reactions towards the observation of lesson five (5).
Table 6
Students’ Qualitative Evaluation on the observation of Lesson Five (Resume Writing)
Students What I liked best What I did not like Suggestions to

improve
1 I liked the audio It was good. I disliked More resume

recording nothing examples
2 It taught me There wasn’t a Add substance/

something that is learning atmosphere interact (small
important activities can be
included
3 It made me learn so I did not dislike That we should get

that when I grow up I anything. It was more assistance on
can understand interesting the topic
4 This lesson showed I liked everything. I think we should

me what a resume is There is nothing I practice this method
for and how to do it disliked about this of resumes
lesson.
5 I liked the visual aid I did not like that Fully prepare
there were technical everything before the
difficulties lesson begins
6 It was helpful. I nothing To explain further to

understood the better understand
resume more
42

improve
7 I liked the It was too long Make it more

explanation on dos interesting
and DONTs of
resumes
8 Getting to know - More discussion on

things that I didn’t life skills
know that I am
required to know
9 I liked how this To be honest I liked I would improve the

lesson taught me to everything about this technology used but
write a resume lesson. that didn’t matter
properly because this lesson
was very productive
10 I liked the lesson was The lesson was I would suggest more
informative and was rushed and also samples were
preparing you for life uninformative in presented when
certain aspects applying for low
society jobs or high ,
whether there would
be a difference
11 The video clip and The video clip that I suggest that we
sound we did not see could have made
some resumes
12 It taught me the This lesson was too There will be more

format of a resume wordy and more education activities
activities were needed involving the lesson
13 I liked that it help us I did not like the fact I suggest that we do
understand resumes that there were not resumes by ourselves
many videos
14 I linked the lesson The technical nothing

because it helped me difficulties
learn about the
resume if I want to
apply for a job
15 I liked that the topic I did not like that I I suggest we talk a
was great because it could not read the little more
43

improve
can help me in life screen.
16 I liked everything There is nothing I did No improvement

about this lesson not like needed
17 It helped me learn I could not see the The words should be

how to write a resume words properly clearer
18 I liked that it could be I don't like that I have I would suggest more
used later in life to write about myself worksheets
19 I liked that I learned I did not like when One slide could have
something new the words on the the whole thing and
screen were small the rest of the slides
have parts of each
component
20 I liked that I got the Couldn’t see the Give a sample of the
opportunity to professional resume professional resume
actually see a resume properly.
21 It showed me what I It was not fun Give it a little more

should do in my time to work on the
resume technical difficulties
so that the lesson can
go smoothly.
22 I learnt that a resume The class was not on Plan and set up things
is important to get a time and some things before class starts to
job were rushed keep on time.
23 I like the fact that I I disliked the fact that I suggest that there
learned about how to there was a lack of should be more
create a resume videos to make us videos so that we
understand better. could understand and
make us attempt to do
a resume
24 I learn how to write a I did not like that the More examples of a
resume teacher was rushing resume
so I did not
understand
25 I learned the I disliked nothing I suggest that we do

44

improve
importance and one on our own

format of a resume
The Handbook
The handbook was also evaluated by the twenty five students and the three evaluators
from the programme namely the teacher, facilitator and the USAID representative. Hard copies
of the book were printed and time were given to participants to study the handbook and evaluate
it based on the criteria outlined in the scoring rubric on a scale of 1-4 (1-fair, 2-average, 3-good
and 4-excellent). The rubric can be found in Appendix E. From the evaluators’ perspective, the
content and usefulness were excellent. These criteria received excellent scores from evaluators.
Descriptive words such as brilliant, wonderful and thoughtful were used to refer to the handbook
suggesting that it was a welcomed tool that could effectively assist students with their career
needs. The layout did not seem to be too appealing to evaluators with all of them rating it at
three. Overall, layout / design received a 75% rating. Table 7 gives an overview of the
facilitators’ evaluation of the handbook.
Table 7
Facilitators’ Evaluation of Career Guidance Handbook
Criteria Evaluator One Evaluator Two Evaluator Three
Content 4 4 4
Sequencing of 4 3 4
information
Layout/Design 3 3 3
Usefulness 4 4 4
45
Further Comments This is a brilliantly The handbook is a I need to have a

structured handbook wonderful idea that I handbook. Very
for adolescents who believe will give thoughtful. Very
are in search of young people the creative. The content
finding a career that information that they of this handbook will
suits them. It is also need to make career serve as a valuable
filled with the most decisions. There is resource when
accurate content to in some work that can making a career
the finding of careers. be done to enhance decision. I like the
May need a change in the layout and design, fact that there are
its layout and design. but great idea. sample letters and
resumes that will
serve as templates.
There are some errors
and unclear words but
I do not think that it
takes away from the
handbook in any way.
Students Evaluation of the Handbook Students’ remarks on the handbook were
generally in keeping with what the facilitators believed. They too felt that he handbook was a
wonderful idea and was useful in helping them better prepare for career decisions. The students’
positive responses can be summed up in one response given “I see this book as a useful tool for
when I am ready to seek a job. The information is so relevant. Every young person should have
one.” The downside also matched that of facilitators who agreed that the layout needed some
improvement. Figure 7 and Table 8 give an overview of the results gathered from the students’
evaluation.
46
Usefulness
Layout/Design
Sequencing
Content
0 2 4 6 8 10 12 14 16 18 20
4-Excellent 3-Good 2-Average 1-Fair
Figure 7 Summary of results from Students’ Evaluation of the Handbook
Table 8
Students’ Evaluation of the Career Guidance Handbook
Student Content Sequencing Layout/ Useful Remarks

Design ness
1 4 3 3 2 Needs more ideas
2 4 4 4 4 Very interesting Like contrast. Very

informative
3 4 2 3 4 Interesting and easy to understand
4 4 4 3 4 Content is outstanding and information

great. Design childish.
5 3 4 4 4 I liked the way the book is organized.

Ordered in all the steps of getting a job.
Just think it should have added the
classes of jobs and the amount you get
paid monthly
6 3 4 3 4 I liked the way the book was structured

47

Design ness
7 4 3 3 4 Career handbook shows steps that are

useful to careers
8 3 2 4 3 Should contain a little more

information
9 4 4 4 4 I think the handbook is very useful to

guide persons towards their career path
10 4 4 4 4 Well organized and suited for both

young and old readers. Colourful and
informative. Well structured, well
presented
11 4 3 3 2 This handbook is very useful. Gives a

lot of information to young people to
make life easier. I gave two because it
is not relevant to me at this time
12 4 3 4 3 This book could help me in a

tremendous way by helping me choose
a profession and helping me do
resumes and get better at it
13 3 4 3 4 I think the book is useful. The design

could be improved
14 3 4 2 3 Could have been a little better, but it's

ok
15 3 4 3 4 It was great, clear and helpful. I really

need this for when I grow up. I like it
16 4 3 4 3 I think this career guidance handbook

helps a lot. It helps with many things
17 2 2 3 3 Not too bad but needs more ideas and

information such as useful links
18 4 3 3 4 Very resourceful
19 4 3 4 4 I like how the book is designed. It has

a lot of important information. It needs
the professional resume
48

Design ness
20 4 4 4 4 The content is relevant to me. I find

that it is well put together. I would love
to see a better design. But it is very
good
21 3 4 4 4 I see this book as a useful tool for when

I am ready to seek a job. The
information is so relevant. Every
young person should have one
22 4 4 4 4 This is a book that I can use over and

over. I really like it!
23 4 4 4 4 From the design, to the content, to its

usefulness I believe that this book was
well designed. I really love the colours
and the content.
24 3 3 3 4 There appears to be some things that

are not in order. A good design. I think
the front image needs to be enlarged.
25 4 4 3 4 Good overall concept. I see this as a

book that all children will find useful
especially when trying to find a job.
Modifications Based on the Design
Feedback from evaluators and students indicate that there is a need to modify lessons and
the prototype of the handbook. Changes will be made to the objectives of some of the lessons
making sure that they are clearly stated so that students are aware of their expectations. Based on
Gagne’s Nine Events it is important to make the objectives clear to ensure that the students can
remain focused. Some criteria were identified as not being able to adequately measure student
performance in certain skills and as a result those will be strengthened. For example, the writing
rubric for lesson one on discovering self, will be reviewed to ensure that the spelling criteria is
49
more concise in capturing spelling errors. A content criteria will be added to this rubric to
capture students “I am” statements in terms of the strength and values that they would have
identified.
There is a need to incorporate a variety of teaching and learning activities that are more
engaging and provide students the chance to collaborate even more with their peers. This is in
keeping with Gagne’s fourth step of presenting information in a way that facilitates active
participation and assists with retention. Throughout the study it was evident that students
preferred the use of videos in the learning process. Students mentioned this in the needs
assessment. Thus more videos will be incorporated into the lessons. Not only will this allow
varied forms of media and technology but as outlined by Keller’s ARC Model of Motivation
students’ can be more motivated to learn by gaining their attention. There was the suggestion by
a student to “show the whole thing on one slide, then show various components” This statement
suggests that students first need an overview and then have each part taken and explained
individually so that there is a deeper understanding of the concepts being taught. Students would
also be allowed to practice the components immediately to break the monotony of lecturing to
the students. This is one way in which students would be assisted with retention of the content as
outlined by Gagne.
Another recommendation will be to break down each lesson into multiple one hour sessions to
give students enough time for activities, practice and completion of assessments.
Modifications to the handbook will see the inclusion of more examples of resumes
particularly the professional ones. Also relating to content, more links will be added to the
handbook which will give students greater access to valuable information without having the
need to spend time surfing the internet to find the information that is most relevant.
50
Finally, with layout/design being the greatest concern by both students and facilitators,
the layout of the handbook will be reviewed. Some of the colours below the page will be
removed so that it does not obscure the text. Further chunking of the content will also be
addressed. Consideration will also be given to a more youth friendly graphic on the cover since
one participant believed that it was too childish.
Discussion/Conclusion
Career guidance is a very broad field of study which includes several subtopics. Students
require sufficient support and information from teachers and counselors to be able to make sound
career decisions. This design project aimed to identify the needs of twenty-five students who
formed part of a career guidance programme funded by USAID. Through a needs assessment, it
was revealed that career guidance programmes varied in schools and students were in need of
assistance in acquiring skills such as resume writing, goal setting, being successful at interviews
etc. Finding out the needs of students at the initial stages through a needs assessment proved to
be very valuable since it was clear what the students wanted and thus it was easy to design
lessons using varied instructional design models to provide the training. This was done since it
was certain that training would be a possible solution to the problem. A career guidance
handbook was formulated and a career guidance fair was also proposed as a possible solution to
the problem.
The first two solutions were tested and evaluated and findings from the evaluation
revealed that the designs were favoured by students and facilitators and would have been highly
effective in meeting the students’ needs. Results also revealed that students preferred methods
51
for learning were through videos, collaboration with peers and hands on learning with practical
examples. Many students felt that the handbook was ideal in providing relevant information and
would be useful for decision making in the future. . Both Merrill’s Principles and Gagne’s Nine
Events provided a strong foundation for ensuring that the videos, lessons and the handbook
prepared were engaging, activated prior knowledge and assisted students in adequately learning
the content.
As to the way forward, lessons designed will incorporate many more videos and use
technology in a way that it enhances the learning process rather than serving as ineffective
. This project has served as an invaluable tool in providing a stronger foundation on which
instructional design skills can be developed. Certainly the theories presented in this paper are
well grounded and in applying the principles and theories of Holland’s personality Types,
Happenstance Theory, Inquiry Based Learning and Keller’s ARCS Motivation Model, a
comprehensive package for career guidance was designed for learners or individuals who wish to
determine what career is right for them.
This assessment has been well placed and serves as a start off point to designing more
effective instruction for the career guidance programmes for the youth of the afterschool project.
52
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Farr, M & Shatkin, L. (2009). 50 best jobs for your personality (2nd ed). Indianapolis, Indiana:
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onality.pdf
Friedman, S. K. (2014). The chicken and the egg: How Maslow's theory can contribute to career
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57
Appendix A-Questionnaires
Career Guidance
Dear Respondent,
I am pursuing a course of study with the University of the West Indies. A requirement of this
programme is to carry out a design project which includes an element of research. To this end I
request your assistance in responding to the following questions to gather data on the nature of
career guidance programmes at your school. All information gathered will remain anonymous and
confidential. Thank you for your cooperation and participation in this process.
Sincerely,
Albert P. Joseph
* Required
1. Check all that apply.
2. Which secondary school do you attend? *
3. Does your secondary school offer a career guidance training programme? *

Mark only one oval.
Yes
No
4. What career guidance services does your school offer students?

Check all that apply.
Column 1
work experience programme
class visits to local businesses
visiting speakers come to school
visit from other students to
talk about experiences
psychometric tests
5. How satisfied are you with the career guidance programme at your school?
Mark only one oval.
1 2 3 4
very unsatisfied very satisfied

58
6. Do you feel career education is important for young people? *

Mark only one oval.
Yes
No
7. Have you completed a psychometric test to give you some assistance in choosing a career
or occupation? *
Mark only one oval.
Yes I have completed one
No I haven't’
Have not heard of it before
8. Do you have a clear idea of what you want to do after leaving school?
Mark only one oval.
Yes. I know exactly what I want to do

Not really. Ideas may change
9. Would you be willing to participate in a career guidance programme if given the opportunity?
Mark only one oval.
Yes
No
10. What do you believe would be a good way to present you with all the information required
to make more informed decisions about careers? *
Mark only one oval.
Website
Career guidance handbook
Email
YouTube videos
Powered by
59
Student Career Needs Assessment Survey

Dear Respondent,
I am pursuing a course of study with the University of the West Indies. A requirement of this
programme is to carry out a design project which includes an element of research. To this end I
request your assistance in ranking each of the following on a 5-point scale to gather data about
career guidance needs. Thank you for your cooperation and participation in this process.
Sincerely,
Albert P. Joseph
* Required
* *Mark only one oval per row.
60
Not
no further little medium a lot of
important to
assistance assistance assistance assistance
me
To explore how various
jobs could affect my
lifestyle
To become more aware
of my career interest
areas
To know more about
job opportunities in my
career interest areas
To know more about
educational
requirements for jobs I
might like
To know more about
the importance of
graduate school for
particular careers
To become aware of
educational
opportunities in my
To talk with people in
my career interest
areas
To get some job
experience in my
To have help obtaining
part-time and/or
summer work
To know what jobs are
available locally
To know how to apply
for a job (resume and
cv preparation)
To know how to
interview for a job
To know how people
influence my career
choice
To know how to
prepare for careers that
interest me
To have actual on the
job experience; to know
what it is like to be
employed
61
Not
no further little medium a lot of
important to
assistance assistance assistance assistance
me
To know where and

how to start looking for
a job
To know more about
possible careers and
the world of work
To explore in detail
careers I might like
To understand the
impact of my gender on
career plans
To know how the
courses I take relate to
careers in my interest
areas
To understand how my
values relate to my
career plans
To know how my
personality and
preferred method of
learning relate to my
career plans
To learn more about
mentor relationships
and how to find a
mentor
To learn more about
internships
Sandra Berger (1989)

Powered by
62
Appendix B-
Overall scores obtained for each question from the 25 student participants in Questionnaire Two
Question No. Score (96) Percentage (%)
1 68 70
2 82 85
3 78 81
4 77 80
5 71 74
6 71 74
7 66 69
8 66 69
9 66 69
10 61 64
11 79 82
12 77 80
13 67 70
14 75 78
63
Question No. Score (96) Percentage (%)
15 73 76
16 80 83
17 74 77
18 73 76
19 75 78
20 71 74
21 79 82
22 81 84
23 76 79
24 67 70
64
Appendix C- Lesson Plans
LESSON ONE
(BASED ON MERRILL’S FIRST PRINCIPLES)
Subject: Career Guidance
Topic: Discovering Self- Who am I?
Age group: 14/15
Learning Outcomes:
Students will be able to:
1. Identify qualities that make them unique.
2. Create a list of their strengths and weaknesses.
3. Write a belief statement that demonstrates the value they place on themselves.
Content:
Self-Awareness refers to having a clear perception of who you really are. This involves a clear sense of one’s
personality and self-worth. Once an individual understands who he/she is, it is likely there will be a building of
pride/confidence to work towards their desired learning path.
65
Materials:
Student worksheets/handouts mirror

Poster board computer projector crayons
Activation:
The lesson is introduced by placing a large mirror at the front of the room and writing the words “Who Am I? on
the front with a red lipstick. Students will be given a few minutes to ponder on the question, at which point a
reflective poem on the question will be read with contemplative music (Hey Black Child). The facilitator gives
pupils time and asks, “Have you really thought about who you really are?” It’s about knowing your skills and
qualities, your strengths and weaknesses and personality.
Task-Centered Principle:
a. Each child is given a list of qualities. A card will be given. Students will be asked to select five qualities
that they possess and to write them on the given card.
b. Students will be given a self-esteem star rating test. Students will indicate the level at which they believe
their self-esteem is.
c. Next, students will identify some of their greatest strengths in various areas, e.g. sports, family, school,
personality.
Application:
Students will now reflect on the self-esteem rating that they initially gave. Now students will indicate whether or
not their self-esteem is boosted as a result of having recognized their many strengths. (“How do you now feel about
your strengths? Did it help you boost your self-esteem?”)
66
Integration Principle:
Students pair up and will receive feedback from their peers on what they believe are some of their strengths and
weaknesses. Students are given strength/weaknesses sheet to fill out.
Demonstration:
Students will be shown a self-portrait done with crayons and markers on poster board. Facilitator explains that
soon they will create a personal portrait and profile similar to the one shown.
Evaluation
Students will create a self-portrait using the crayons and markers that they received. Once the portrait has been
completed, the students will write below their portraits a one paragraph “I Am” statement reflecting their most
unique strengths, values and what it is that they believe is their purpose/mission in this journey of life. Personal
profiles will be assessed based on the following rubrics:
67
Writing Rubric
FEATURES 4 3 2 1
Expert Accomplished Capable Beginner
Quality of Piece was Piece was Piece had Piece had no
Writing written in an written in an little style or style or voice.
extraordinary interesting style voice. Gives Poorly
style and and voice. some organized with
voice. Somewhat information little
Very informative and but poorly information
informative organized. organized
and well
organized
Grammar, Virtually no Few spelling A number of So many
Usage & spelling, and punctuation spelling, spelling,
Mechanics punctuation errors. Minor punctuation or punctuation
or grammatical grammatical and
grammatical errors. errors. grammatical
errors errors that it
takes away
from the
overall piece
68
Art Rubric
FEATURE 4 3 2 1
Expert Accomplished Capable Beginner
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, layout though it may poorly
design, and neatness be a bit messy designed. Not
layout and attractive
neatness
Creativity Interesting, Some us of Very little use Bland, no
engaging, colour. of colour but variation, no
visually Will engage but enough to use of colour
stimulating not stimulate engage and Boring to look
Aesthetically hold attention at
appealing Does not catch
use of colour attention.
Interest, Interest,
motivation, motivation
time and time
obviously obviously
present absent.
69
LESSON TWO
(Using varied instructional strategies)
Age group: 14/15
The Holland Code

Objectives:
1. Verbally and in writing describe the connections between personal interests and occupations.
2. Complete an interest assessment
3. Use their assessment results to create a list of careers that match their interest profile.
4. Learn that awareness of their interests can help them make better career decisions.
Content: The Holland Code is made up of six categories known as RIASEC which stands for Realistic Doer,
Investigative- the thinker, Artistic, The creator, social: he Helper, Enterprising: The initiator and Conventional: The
organizer. Individuals are likely to have an interest in one of those career areas. By determining the area which is
most dominant an individual is likely to tell which career field most appeals to him/her.
Instructional Strategies
Advanced organizers
A large, colourful hexagon divided into the six areas of interest will be displayed. Students will each give their
views on what they think it represents. Facilitator explains that each section represents an area of interest and soon
they will get to learn their code and be able to find out what careers interest them.
70
Demonstration
The students will each be given a RIASEC test. The facilitator will demonstrate to students how to go about
completing the Holland psychometric test.
Students will now go ahead and tick the boxes that they are interested in. Once students have completed it, they
will tally the totals for each column.
Next, they will indicate the three top areas on the line which will serve as their RIASEC code. The one with the
highest is the most dominant.
Collaborative Work
Students will form groups according to their interest. The students will come up with a list of careers that match
their interest profile and create a poster that represents their group. A short description of one to two sentences will
be written for the picture.
Discussion
Each group will share their posters with the rest of the class, stating why they chose the depiction that was
portrayed.
Evaluation:
Individual students will write down three occupations that they have an interest in and do research on each in a job
exploration assessment. Students will look at required education, skills as part of their exercises.
71
LESSON THREE
(Based on Dick and Carey Model)
Instructional Goal: Matchmaking: Interests and Careers
Age group: 14/15
Performance Objectives
Students will be able to:
1. Take an assessment test
2. Identify careers that are a good fit based on interest assessment
3. Create a list of skills required for interest areas.
4. Write a reflection on careers that they hope to pursue.
Content:
● Research shows that people who work in professions that match their interests are happier.
● Chances of promotions are increased if you like the job you do.
● Personality traits play a role in the career choices that we make.
Criterion Referenced Test
Students will take an interest test at www.careeronestop.org.

A sample of the test is given below. The full test is based on a 30-item Likert scale where students indicate their
interest level for particular activities. Ratings range from strongly dislike to strongly like.
72
Interest Strongly Disagree Unsure Like Strongly

Disagree Like
Build
kitchen
cabinets
Develop a
new
medicine
Write
books or
plays
Help
people with
personal or
emotional
problems
Manage a
department
within a
large
company
73
Instructional Strategy
Based on results, students will now be able to view occupations that are a good match based on the interests that
they selected.
Based on the results of the student profiler, students will select three for the most appealing career paths.
Students will be divided into groups of four. Each group will share their results with each other. Students will
discuss the skills that they believe are required for the careers chosen.
Materials
Computers with internet access for students.
Projector and Screen
Work Exploration Worksheet
Formative Evaluation:
Students will be given a handout where they will select an occupation that they will further explore.
Students will indicate how they felt about working in the groups and how well they participated in the lesson
Summative Evaluation:
Students will write a reflection based on the lesson. Students are to indicate what they gathered for the lesson and
to speak to the accuracy of the test. “Did it help them in making better career decisions?” Are there careers in the
profile that they had in mind? Do you see yourself pursuing any of the suggested careers?
How beneficial was the session?
How will the information received be beneficial?
74
LESSON 4:
Age group: 14/15
Success Roadmap: Goal Setting
Objectives: Students should be able to:

1. Define the term goals
2. Explain what the term SMART goals means.
3. Write short and long term goals that they wish to achieve and discuss steps that will be taken to achieve
those goals.
Content:
Any planning that is done for the future is a goal.
S- Specific
M- Measurable
A- Achievable
R- Relevant
T- Timely
Goals can be long term, intermediate or short term

75
Goals can help us remain focused. Goals allow us to measure progress and gives you the motivation needed to
spur on to achieving the desired results. By setting goals one gets long term vision and short term motivation. It
helps in organizing time and resources in order to make the most out of life.
Setting Goals:
Create a big picture of what you want to do with life over a ten year period.
Break down into smaller and smaller targets that you must hit to reach your lifetime goals.
Once the plan is solid, start with small steps to achieving the larger goal on a daily, weekly, monthly basis.
Introduction:
Facilitator places a bullseye board at the front and gives an arrow to a student. The student will try to hit a target
on the board. The facilitator will then ask why it is that he aimed for the particular spot which he/she did. The
expected answer would be that there is a greater reward in the center.
Teacher explains that goal setting helps us focus directly on what we wish to achieve and keeps us on track. There
must be clear focus otherwise we get derailed.
The teacher explains that setting SMART goals helps keep us on track.
Think-Pair-Share exercise will be used. Students will think about a career goal that they wish to achieve. They
will pair up and each pair will be given about two minutes each to discuss.
Students will be given a SMART goal worksheet that they will use to highlight steps they will take to achieve their
career goals. Students will receive ample times to complete each section.
76
Students will be given a handout to help map out their goals and possible events that may occur along the journey.
Students will then write out a goal statement that they wish to achieve the short term.
77
Extension Exercise:
Students will be given an assignment to create a vision board. Vision boards are visual guides that help us keep
track of our goals. A visual tool that helps in narrowing down desires. It encourages us to visualize your future
and reminds you of your life goals.
78
LESSON 5
(Based on Gagne’s Nine Events of Instruction)
Subject: Career Guidance
Topic: Resume Writing
Age group: 14/15
Gain Attention of the Students
Facilitator asks the question, “Is it possible to put everything about yourself on a single sheet of paper?” Ponder for
a while.
Responses will then be taken from students.
Facilitator then explains that the point in time might arrive when this needs to be done through a resume.
Scenario of an interviewer and interviewee will be portrayed using PowToon Animations. The interviewer will ask
questions pertaining to the resume to the interviewee:
1. What is a resume?
2. Who needs a resume?
3. Why is a resume important?
4. How is a resume typically presented?
5. For how long does the employer review the resume?
79
At this point the facilitator explains that all of these will be further expounded in the lesson through the following
objectives:
(Objectives will appear on screen).
Inform students of the objectives
Students should be able to

1. Explain why a resume is required
2. List the various components of a resume
3. List do’s and don’ts of resumes
4. Write a resume
Stimulate recall of prior learning
Students will be brought back to recall the last lesson in which they defined skills and qualities and identified those
skills and qualities that they possessed. Facilitator explains that the relevance of this information is usually seen in
the writing of the resume where the applicant has to put his/her best foot forward to market himself to land a job
interview. .
80
Present the content
A resume is a brief document which tells a potential employer who you are, your education, experiences and why
you should be hired. It shows the strengths, skills and qualities of an individual. Employers us it to find qualified
individuals.
They are usually written in reverse chronological order with the most recent positions first.
Using a PowerPoint presentation students will be provided with the necessary content on what a resume is, who
needs one and why it is needed.
A sample resume will be placed on the screen. The facilitator will explain each component that should form part
of the resume.
Provide learning guidance
Facilitator continues to provide content to students. The facilitator explains that there are several formats that can
be used and that certain parts may be left out for an individual who may have left secondary school and has very
little work experience or qualifications. Students will be shown examples.
At this point students will be provided with some important tips when writing their resume
Elicit performance
Students will be given paper and a resume checklist. Students will be given the task of writing their own resume.
81
Provide feedback
As students work on their resumes the facilitator will go around ensuring that the students are following clearly the
guidelines that were given. Students will be given support to ensure that they complete their resumes accurately
Assess performance
Students’ resumes will be graded based on the following rubric:

82
Resume Grading Rubric
Student Name: _______________ Peer Evaluator: ______------______---------------___
Skill Outstanding Good Average Unsatisfactory Total
Typed or Typed or Typed or Typed or computer

PRESENTATION/
computer computer computer generated
FORMAT generated generated generated Unbalanced margins
Balanced margins Balanced Somewhat Format detracts from
with eye appeal margins balanced strengths and
Format highlights Format margins information
strengths and identifies Format Fonts distract from
information strengths and identifies readability
Appropriate fonts information strengths and
and point size Appropriate information
used with fonts and No variation in
variety point size fonts and/or
used point size
10 8 7 6
Ranking Points
83
JOB-SPECIFIC /
VOLUNTEER All action phrases 1-2 3-4 5-6 duties/skills lack
INFORMATION used to describe duties/skills duties/skills action phrases
duties and skills lack action lack action Information does not
Information phrases phrases clearly
demonstrates Information Some demonstrate
ability to demonstrates information ability to perform
perform the job ability to demonstrates the job
Professional perform the ability to
terminology job perform the
used when Some job
describing skills professional
terminology
used when
describing skills
15 12 11 10
Ranking Points
RESUME
CONTENT Heading, Heading, Heading, Missing one of the
objective, skills, objective, objective, following:
experience, and skills, skills, heading, objective,
education experience, experience, experience, or
covered in detail and education and education education
Extra covered in covered with No extra information
information some detail little detail given to enhance
given to enhance Extra Minimal extra resume
resume information information
given to given to
enhance enhance
resume resume
15 12 11 10
Ranking Points
84
SPELLING &
GRAMMAR No spelling errors 1-2 spelling 3-4 spelling 5-6 spelling errors
No grammar errors errors 5-6 grammar errors
errors 1-2 grammar 3-4 grammar
errors errors
10 8 6 4
Ranking Points
TOTAL
SCORE:
Comments:
Note from https://resumesdesign.com/wp-content/uploads/2016/03/Sample-Resume-Rubric.png

Enhance retention and transfer to the job
On the screen the facilitator will place a job advertisement and give students a hypothetical scenario in which an
individual has to apply for the job. Student will prepare the resume for the individual based on the information
given.
Lesson Evaluation:
Students will write their reflection on the lesson and fill out the student feedback card.
85
Appendix D- Evaluation Forms
LESSON PLAN REVIEW FORM

Evaluator:
Lesson Title:
CRITERIA Excellent Good Average Weak Satisfactory
5 4 3 2 1
Lesson has appropriate structure and

sequencing
Outcomes are realistic/achievable
Content is appropriate
Materials and equipment are relevant for the

lesson
Lesson plan incorporates a variety of

teaching and learning activities
There is a good match between assessments

and objectives
OVERALL COMMENTS (strengths, limitations, suggestions for improvement)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
86
LESSON OBSERVATION FEEDBACK FORM

Observer:
Lesson Title:
CRITERIA Excellent Good Average Weak Satisfactor

y
5 4 3 2 1
Lesson objectives are clear and achievable
Content is adequate and relevant to the needs

of learners
Materials and media are appropriate to the

lesson
Lesson is appropriately structured and well

sequenced
Lesson plan incorporates a variety of

teaching and learning activities
Assessments are appropriate for evaluating

objectives
Students are actively engaged and

participating in lesson
Students’ interest and attention was

maintained throughout the lesson.
FURTHER COMMENTS (strengths, limitations, suggestions for improvement)
____________________________________________________________________________________
____________________________________________________________________________________
87
STUDENT LESSON FEEDBACK FORM
Circle appropriate number 1=not at all 5=extremely
This lesson topic was helpful 1 2 3 4 5
The lesson held my attention 1 2 3 4 5
The lesson met my expectations 1 2 3 4 5
The lesson was easy to understand 1 2 3 4 5
What I liked about this lesson:
What I did not like about this lesson:
What I would suggest to improve the lesson:

88
Appendix E- Handbook Evaluation Rubric
Criteria 4- Excellent 3- Very Good 2-Average 1-Fair
Content Content is relevant, Most content is Some information is The content

focused and clearly relevant, but one relevant and presented is not
supports career issue is not in somewhat clear relevant and unclear
needs support of the
general career needs
Sequencing of Information is Most information is Some information is Information is ad

information organized in a clear organized in a clear logically sequenced hoc. No clear plan
logical way. logical way. was used for
organizing
information
Layout/design The design/layout is Layout/design is Is acceptably Is distractingly

neat, clear and attractive in terms of attractive though a messy, unattractive
visually appealing layout and neatness bit messy or very poorly
designed
Usefulness The handbook is The handbook is The handbook is The handbook needs
extremely useful in very useful in somewhat useful in a complete review to
helping make career helping make career helping make career meet career needs
decisions decisions decisions
SCORE: ____________ _____________ ____________ ____________
TOTAL: ___________
FURTHER COMMENTS (strengths, limitations, suggestions for improvement)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
89
Appendix F- Letter of Consent
Dear Mr. / Ms. XXXX,
I am a student of the University of the West Indies Open Campus. I am currently pursuing a
Master’s Degree in Instructional Design and Technology. As part of the requirements of the University of the West Indies I am
required to complete a design project. I have decided to conduct it in the area of Career Guidance to provide a comprehensive
programme for the after school assistance for a group of secondary school students.
In this regard, I would be grateful if you would provide your support by granting your son/daughter permission to participate in this
research. Please be assured that all information will remain confidential
Yours sincerely,
Albert P. Joseph
Student.
___________________________________________________________________________________________________________
I _______________ parent of _________________ give consent/ do not give consent for my son/daughter to participate in the
research.
Signed: ______________________

Josepha Edid6512 Design Project

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CAREER GUIDANCE FOR SECONDARY SCHOOL TEENS

A Paper Presented in Partial Fulfilment of the Requirements for the degree of

EDID 6512 Design Project

University: University of the West Indies Open Campus

Course Coordinator: Dr. Camille Dickson-Deane

Project Advisor: Dr. Julaine Fowlin

meaningful and engaging.

Keywords: Career Guidance, Career Guidance Handbook, Career Theory

Identification and Justification of Need 9

Needs Assessment Report 11

Piaget’s Theory of Cognitive Development and Inquiry Based Learning 17

Holland’s Vocational Choice Theory 19

Super’s Theory- Life stage Development Framework 22

Happenstance Learning Theory- John Krumboltz 23

Keller’s ARC Model of Motivation 24

Merrill’s First Principles of Instruction 25

Gagne’s Nine Events of Instruction 26

Evaluators’ Review of Lessons 32

Student Evaluation of Lesson 40

Student Evaluation of the Handbook 45

Modifications Based on the Design 48

the guidance that she gave

I express appreciation to the Youth on Fire Movement Team, my colleagues in the

in one way or another, I express my sincere appreciation.

TABLE DESCRIPTION PAGE NO.

Table 1: Responses of 25 students on the Nature of Career Guidance in their

Respective Schools and their perceptions 11

Table 2: Question Ranking Based on Priority 14

Table 3: Subject Matter Expert’s Lesson Plans Review 33

Table 4: Evaluators’ Feedback on Observed Lessons 38

Table 5: Students’ Evaluation of Observed Lesson 40

Table 6: Students’ Qualitative Evaluation on the observation of Lesson Five 41

Table 7: Facilitators’ Evaluation of Career Guidance Handbook 44

Table 8: Students’ Evaluation of Career Guidance Handbook 46

FIGURE DESCRIPTION PAGE

FIGURE 1: Schools Attended by Participants 11

FIGURE 2: Career Activities Held at Schools 12

FIGURE 3: Chart showing ranking of career guidance topics

FIGURE 4: Holland’s Six Personality Types 20

FIGURE 5: Prototype of Career Guidance Handbook 30

FIGURE 6: Overall Rating of Five Lesson Plans Observed 38

FIGURE 7: Overall Rating of Five Lesson Plans Observed 46

APPENDIX DESCRIPTION PAGE

APPENDIX B: Overall scores obtained for each question

APPENDIX C: Lesson Plans 64

APPENDIX D: Evaluation Forms 85

APPENDIX E: Handbook Evaluation Rubric 88

APPENDIX F: Letter of Consent 89

career development. Some factors mentioned include interests, values, personalities,

career paths that they make.

Identification and Justification of Need

of opportunity towards furthering one’s education and engagement in unsavory activities.

people to achieve the following objectives:

drama/theatre, dance and sports.”

matches their aptitude and passion.

providing avenues for self-expression through the arts.

some schools there was some work experience offered.

opportunity was given.

and then website.

Needs Assessment Report

Figure1: Schools attended by participants

Questions Responses Tally